Talking about the roles pets play in your families – 75′ (B2 CEFR)

A lighter lesson this week. What are the roles that pets play in your families? This is a lesson planned for B2 (CEFR) level students.

Material:

PPT file: What are the roles of the pet in your family

Video Nat Geo: https://www.youtube.com/watch?v=U2ZxJIS1hD4

Article (adapted from The Guardian): What Role Do Pets Play in Your Family

[Slide 1]

1.Introducing the topic of the lesson

‘Talking about the roles pets have in your family’

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: The teacher checks whether ss are on the same page.
  • Feedback: only if need be.
  • Steps: The teacher presents the topic of the lesson. 

[Slide 2]

2Setting the scene

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 7′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Have they (pets) in some way altered your family’s routines or relationships? What does your pet mean to you? To your family as a whole?

[Slide 3]

3Linker – a pre-reading task

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 3′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students discuss in pairs: Do you agree that pets should be called ‘companion animals’? / and then with the whole group. 

[Slide 4]

4Reading Task -> skimming/scanning and work on vocabulary

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 10′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students are going to read the article and check what the author says about ‘companion animals’ and revisit what they have discussed one step before. 
  • After, ss are going to focus on the words/phrases that are in bold and work in pairs again: What word categories do they fit in?
  • feel in your bones (idiom)bonds with (noun+ collocation)

    artifice (noun)

    only + be … (inversion)

    Web of (noun + collocation)

[Slide 5]

5Vocabulary in context

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 10′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students are going to answer these questions (using the new vocabulary in their answers):
  • Do you feel in your bones that your pets love you unconditionally?Other than your pets, do you try to bond with (Verb + collocation) the animals you see on the streets?

    After years of living together, it is unbelievable that my younger siblings came out without any artifice (without being deceived) – Do you agree?

    Only when I get home, do I realize how much my pet misses me.

[Slide 6]

6Linker – pre-video task

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 15′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students are going to talk about what are the strangest or the most exotic pets that people own.  After, students are going to watch the video and check whether they were right or wrong.  

[Slide 7]

7Video task – scanning (vocabulary work)

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 20′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students are going to watch the video once again, now paying attention to the following words/phrases:
  • be fooled by
  • harmless
  • a whole array of
  • replicate something
  • to house an animal
  • (have a) propensity to
  • (huge) swooping ears
  • chubby
  • to tame (to be tamed)
  • gross

After, ss are going to talk to their pairs or trios about the word categories and meanings. Right after, they are going to sue some of these into sentences that are true for them (to make the lesson and vocabulary use more meaningful). 

[Slide 8]

8Follow-up and conclusion

  • Interaction: T-SS / Ss-S / Ss-Ss
  • Timing: 5′
  • Monitoring: The teacher walks around the room, listens to students contributions and makes notes on the relevant items. 
  • Feedback: Teacher boards the most relevant items focusing on vocabulary and pronunciation.
  • Steps: Students are going to discuss the following questions – remind them to have in hands and to use some of the words/phrases/idioms seen in this lesson.

[Slide 9]

9Revisit the topic of the lesson

‘Talking about the roles pets have in your family’

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: The teacher checks whether ss are on the same page.
  • Feedback: only if need be.
  • Steps: go back to the topic of the lesson and ask ss to list all the vocabulary they have (hopefully) acquired today.

 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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